Within the next few weeks, we will introduce the next phase of their introduction to Scratch. Students will work in teams of two and design their own computer game using the following worksheet:
WHAT IS THE STORY BEHIND YOUR GAME?
(Write this in full, well written sentences. You will be copying and pasting this onto the opening page of your game.)
Who are the characters?
Where does the story take place?
What are they trying to do?
Is this game about winning?
Are there obstacles or challenges?
CHARACTERS (DON'T FORGET YOUR AVATARS)
HOW IS EACH CHARACTER CONTROLLED? (Mouse, Keyboard, computer)
BACKGOUND IMAGES (List them here)
WHAT HAPPENS WHEN SPRITES TOUCH EACH OTHER, HIT A WALL, TOUCH A COLOR...
IF (Name of Sprite)
Touches (Sprite, wall, color)
THEN (What happens)
2/2011
The majority of students have completed the Geometry Challenge using Scratch. Using the graphical programming blocks, they wrote scripts that had four different sprites each draw a different polygon.
A number of students are now on the Circus Challenge. Using Scratch they are creating a two act circus with a ringmaster. Click on the file below to see an example of a scene from one student's circus.
Students have now spent a number of weeks learning how to use Scratch. There is a wonderful set of online videos that students are using to learn how to use the almost one hundred building blocks which form the graphic programming language Scratch.
These videos allow students to proceed at their own pace. At the end of each set of videos we provide them with a challenge to complete that involves using what they have learned in the videos to create something from scratch.
Students have begun to learn how to use Scratch. They are truly enjoying learning how to use the Scratch programming language. Here is a summary of Scratch from their website:
"Scratch is a programming language that makes it easy to create your own interactive stories, animations, games, music, and art -- and share your creations on the web.As young people create and share Scratch projects, they learn important mathematical and computational ideas, while also learning to think creatively, reason systematically, and work collaboratively."
11/8/2010
Here are several of the completed avatars:
=
FIRST PROJECT OF THE YEAR
:Fourth grade are using Adobe Photoshop Elements 8.0 to create an imaginary creature/avatar. After discussing personality traits, students filled out the following worksheet:
An avatar is a computer user's representation of himself/herself. It is an “object” representing the personality of the user.
ANIMAL
BODY PART
WHY – What Characteristic do you share with this animal?
10/12/2010
So far, fourth graders have imported their photos from the Internet of the animals that they share a characteristic with. They have just begun to use Photoshop to edit each picture and to put the various animal body parts together on one page. Emphasis is being placed on carefully cropping each image so that the final product looks like one image, not multiple images placed together. While working at their computer, students are using a teacher created wiki with step-by-step directions on how to complete this project.
3/2011
Within the next few weeks, we will introduce the next phase of their introduction to Scratch. Students will work in teams of two and design their own computer game using the following worksheet:
WHAT IS THE STORY BEHIND YOUR GAME?
(Write this in full, well written sentences. You will be copying and pasting this onto the opening page of your game.)
Who are the characters?
Where does the story take place?
What are they trying to do?
Is this game about winning?
Are there obstacles or challenges?
(DON'T FORGET YOUR AVATARS)
BACKGOUND IMAGES (List them here)
WHAT HAPPENS WHEN SPRITES TOUCH EACH OTHER, HIT A WALL, TOUCH A COLOR...
2/2011
The majority of students have completed the Geometry Challenge using Scratch. Using the graphical programming blocks, they wrote scripts that had four different sprites each draw a different polygon.
A number of students are now on the Circus Challenge. Using Scratch they are creating a two act circus with a ringmaster. Click on the file below to see an example of a scene from one student's circus.
1/2011
Students have now spent a number of weeks learning how to use Scratch. There is a wonderful set of online videos that students are using to learn how to use the almost one hundred building blocks which form the graphic programming language Scratch.
These videos allow students to proceed at their own pace. At the end of each set of videos we provide them with a challenge to complete that involves using what they have learned in the videos to create something from scratch.If your child is interested in using Scratch at home it is available as a free download here: http://scratch.mit.edu/download. They are welcome to use the videos at home as well. They can be found here: http://learnscratch.org/index.php?option=com_content&task=view&id=28&Itemid=88.
12/2010
Students have begun to learn how to use Scratch. They are truly enjoying learning how to use the Scratch programming language. Here is a summary of Scratch from their website:
"Scratch is a programming language that makes it easy to create your own interactive stories, animations, games, music, and art -- and share your creations on the web.As young people create and share Scratch projects, they learn important mathematical and computational ideas, while also learning to think creatively, reason systematically, and work collaboratively."
11/8/2010
Here are several of the completed avatars:
=
FIRST PROJECT OF THE YEAR
:Fourth grade are using Adobe Photoshop Elements 8.0 to create an imaginary creature/avatar. After discussing personality traits, students filled out the following worksheet:
An avatar is a computer user's representation of himself/herself. It is an “object” representing the personality of the user.
ANIMAL
BODY PART
WHY – What Characteristic do you share with this animal?
10/12/2010
So far, fourth graders have imported their photos from the Internet of the animals that they share a characteristic with. They have just begun to use Photoshop to edit each picture and to put the various animal body parts together on one page. Emphasis is being placed on carefully cropping each image so that the final product looks like one image, not multiple images placed together. While working at their computer, students are using a teacher created wiki with step-by-step directions on how to complete this project.